-What are the parts of the drawn portrait ? -What media will best serve the student's portrait study? -How does a self-portrait serve as a developmentally appropriate study? -Which of the Elements of Design are the most effective to focus on? (Color,Val
*The study of artists and periods of art that illustrate effective portrait studies.
*Students will look at different artists and periods of art (Examples: Rembrandt, Matisse Picasso and Close -They will work with a variety of drawing media to realize their work
*Class Critiques, Individual Critiques, Self-assessments, Teacher narratives and Teacher/student conferences
The Art of Matisse, Dynamic Light and Dark, The Art Book, Rembrandt Painting and Drawings, Janson's History of Art, Digital Camera, Adobe Photoshop, Library
*Source material will utilize work from other cultures and different periods of history
How is a play translated from the page to the stage by a collaboration of imaginations?
How do I, the actor, use and express both my imagination and my intellect to portray an interesting, “living” character?
How do we use production design elements to help bring a play to life?
What do I discover about myself personally from rehearsing and performing a play?
What are the basic protocols and vocabulary terms used in the theatre?
What makes a performance successful?
Students work together to produce a full production of a play including two performances open to the public.
In addition to acting, each student works as part of a design team to design and create costumes, props, set, lights or publicity.
Script analysis and interpretation for general design - What are the play's themes? When is it set? What is the historical context?
Script analysis and interpretation for individual character development.
Design of costumes, props, set, lights and publicity.
Creating a 'living' character through vocal, physical and imaginative exploration.
Memorization of lines and blocking
Analyze dramatic through-line and its impact on both character development and overall pacing.
The productions are demonstrations of understanding of the many lessons students have learned over the course of the term.
Assessments for these productions are collaborative, cooperative, and fundamentally experiential.
Theatrical scripts are purchased or adapted and have included:
Shakespeare (Comedy of Errors, A Midsummer Nights Dream, Macbeth, Romeo and Juliet, The Tempest)
Moliere, Cervantes, Aristophanes and Sudraka
Cinema Parody (including Film Noir, classic horror and science fiction films)
Myths and Legends
Theatrical Scripts have included adaptations of plays and stories from India (The Little Clay Cart and Parvati and the Magic Bowl), China (Yeh-Shen and Her Spirit Fish), Greece (The Man and His Fate) and Egypt (A Bloodthirsty Tale).
The 24 Minute Film Project kicks off each rotation: make a film in 24 minutes.
Various Assignment Choices:
I Am: A Self Portrait
Pixelation: Stop Motion Animation of Living Things
A Hope For The Year
Special Effects Test
African American Filmmaker Study
Variety of camera angles
Adapting poetry to another medium
Intellectual property rights
considering the audience
exploring all mediums available to a filmmaker
screenings of rough cuts
online peer evaluation
screening of final cut to a large audience
camcorders / GoPro
stop motion software
Final Cut Express
costumes and props
Community-focused filmmaking reflects the voices of our student body.
Daily lessons about professional filmmakers highlight only underrepresented voices.
Students are encouraged to tell their own story.
African American Filmmaker Study allows students to learn and educate their peers about this important voice in the world of cinema.
Poetry Project connects to Language Arts curriculum.
Students can make films for their World Cultures class projects.
Community Project highlights work in other programs, such as PE and other arts.
Foreign Film option allows students to use the language they're studying in school to tell their story.
How to compose effective music for theatrical performances
How to go about understanding style and musical themes
How do studnets learn to utilize technology to compose music
Using GarageBand to compose
Working with the drama class and its production
Considering appropriate compositional style
Preparing a musical score to accompany the play
Students will read through the play, work with the drama teacher and myself to decide on a musical style appropriate to the production.
Students will mark their scripts for appropriate places to insert music
Students will work in pairs or individually to compose appropriate pieces, effects and recorded audio for the production.
All students will learn about an appropriate style that suits the production. Ex. Swing music and the twelve bar blues for a detective/mystery style of play.
Students will hear examples of the style on the stereo, be given assignments that will get them comfortable with composing in this style, and compose alotted pieces
Compositions will be completed and put on the server
All compositions will be put onto the school server and later downloaded to a laptop
During the final week before the perfromance of the play, music students will join the theater class to add music to the show as well as helping with technical needs such as lighting, set movement, costuming etc.
Teacher assessment via note taking and observation
Recordings (CD's, DVD's)
Computers and piano keyboards
Dependent upon the type of play selected.
This class requires close work between the music and drama departments as well as being open to the community to come and share in the performance.